양성원 수양재

PART 01 특수교육의 기초

Chapter 01 특수교육의 개요 _ 13

Ⅰ. 특수교육의 정의 ······························································································· 13

Ⅱ. 특수교육의 대상 ······························································································· 16

Ⅲ. 특수교육의 질적 변화와 법적 조치 ································································· 23

1. 미국의 경우: 전장애아동교육법(1975: P.L.94-142) _ 23

2. 한국의 경우: 특수교육진흥법(1977 제정 등) _ 26

Ⅳ. 한국 특수교육의 발전과 노력 ·········································································· 30

1. 근대식 특수교육과 장애인 _ 30 2. 특수교육제도 정립과 전개 _ 31

Ⅴ. 특수성에 근거한 특수교육제도 ········································································· 34

1. 누가 가르치는가: 특수교사 _ 34

2. 누구를 가르치는가: 특수교육대상자 _ 36

3. 언제, 얼마 동안 가르치는가: 특수교육 기간 _ 37

4. 무엇을 가르치는가: 특수교육 교육과정 _ 39

5. 어떤 장소에서 교육하는가: 학습 환경 _ 40

Chapter 02 장애학생 통합교육 _ 45

Ⅰ. 통합교육의 이해 ······························································································· 45

1. 정의 _ 45 2. 배경 _ 46

3. 통합교육에 대한 논의 _ 49 4. 배치 유형 _ 50

Ⅱ. 통합교육의 실제 ······························································································· 54

1. 교수적 수정 _ 54 2. 차별화된 수업 _ 56

3. 보편적 학습설계 _ 59 4. 협력교수 _ 60

5. 협동학습 _ 61 6. 또래학습 _ 63

7. 보조공학의 활용 _ 64

Chapter 03 장애아 진단 및 평가 _ 71

Ⅰ. 진단 및 평가의 개관 ························································································ 71

1. 진단 및 평가에 있어서의 기본 개념 _ 71 2. 심리검사의 기본 가정 _ 72

3. 진단 및 평가의 목적 _ 74 4. 진단 및 평가 모델 _ 77

5. 검사 결과에 영항을 미치는 요소 _ 78

Ⅱ. 평가의 분류와 유형 ·························································································· 80

1. 평가의 분류 _ 80 2. 평가의 유형 _ 81

Ⅲ. 진단 및 평가 도구 실제 ··················································································· 85

1. 영유아 발달검사 _ 85 2. 지능검사 _ 86

3. 지각 및 운동능력 검사 _ 89 4. 사회성 및 적응행동 검사 _ 89

5. 학습능력 및 학습적성 검사 _ 91 6. 창의성 검사 _ 92

Chapter 04 장애아동과 공학 _ 95

Ⅰ. 특수교육공학의 개념과 장점 ·········································································· 95

1. 특수교육공학이란 _ 95 2. 특수교육공학 _ 96

3. 수업상 특수교육공학의 장점 _ 97

Ⅱ. 보조공학의 이해와 장점 ··················································································· 99

1. 보조공학의 개념과 필요성 _ 99 2. 보조공학서비스란 _ 101

3. 보조공학의 장점 _ 101

Ⅲ. 보조공학의 활용 ····························································································· 103

1. 체계적인 보조공학 제공 _ 103 2. 보조공학의 활용 _ 106

Ⅳ. 보편적 설계의 이해 ························································································ 114

1. 접근성(accessibility) _ 114 2. 보편적 설계 _ 114

3. 보편적 설계의 원리와 속성 _ 115 4. 통합교육을 위한 보편적 설계 활용 _ 119

Chapter 05 조기교육 _ 125

Ⅰ. 조기교육의 발흥 ··························································································· 125

1. 조기교육의 필요성 _ 127 2. 조기교육의 효과 _ 128

Ⅱ. 조기교육의 생태학적 접근 ············································································· 129

1. 조기교육과 생태학적 모델 _ 130 2. 조기교육의 대상 위험군 _ 132

Ⅲ. 조기교육 대상자의 진단과 평가 ···································································· 132

1. 진단과 평가 _ 133 2. 진단과 평가 방법 _ 135

3. 진단과 평가의 제한점 _ 136

Ⅳ. 조기교육 지원 방법 ························································································ 138

1. 조기교육 지원 프로그램의 종류 _ 138 2. 개별화 가족 지원 계획(IFSP) _ 139

3. 전환지원 _ 141 4. 조기교육과 장애예방 _ 143

5. 장애예방을 위한 조기교육의 실제 _ 144

Chapter 06 특수교육 교육과정 _ 149

Ⅰ. 교육과정의 이해 ····························································································· 150

1. 교육과정의 개념 _ 150 2. 교육과정의 수준과 위상 _ 154

Ⅱ. 장애학생을 위한 교육과정 접근 유형 ···························································· 158

1. 발달중심 교육과정과 생활기능중심 교육과정 _ 158

2. 전통적인 특수교육 교육과정 접근 유형 _ 159

3. 최근의 특수교육 교육과정 접근 동향 _ 160

Ⅲ. 특수교육 교육과정의 이해 ············································································· 165

1. 특수교육 교육과정 변천 _ 165 2. 특수교육 교육과정의 구성 및 체제 _ 167

Chapter 07 전환교육 및 서비스 _ 171

Ⅰ. 장애청소년의 졸업 후 결과 ··········································································· 171

1. 진학 및 직업 _ 172 2. 그 밖의 성인의 삶 _ 172

Ⅱ. 전환교육 및 서비스 법적 보장 ······································································ 173

1. 전환 의미 _ 173

2. 미국 전환교육 및 서비스에 대한 법적 보장 _ 174

3. 우리나라 전환교육 및 서비스에 대한 법적 보장 _ 175

Ⅲ. 전환교육 및 서비스의 전환모델 ···································································· 176

1. 윌의 다리(Bridge) 모델 _ 176

2. 핼펀의 지역사회 적응(Community Adjustment) 모델 _ 177

3. 퀼러의 전환프로그램 분류(Taxonomy for Transition Programming) 모델 _ 178

Ⅳ. 장애청소년을 위한 성인의 삶에 대한 준비: 중·고등학교의 역할 ·············· 181

1. 자기결정기술(self-determination skills) _ 181

2. 일상생활기술(daily living skills) _ 183

3. 고등교육 준비(preparation for higher education) _ 185

4. 고용 준비(preparation for employment) _ 187

PART 02 영역별 교육

Chapter 08 시각장애교육 _ 195

Ⅰ. 시각장애에 대한 이해 ···················································································· 195

1. 시각장애의 정의 _ 195 2. 시각장애의 특성 _ 197

Ⅱ. 눈의 구조와 질환 ··························································································· 200

Ⅲ. 발견과 시력평가 ····························································································· 202

1. 발견 _ 202 2. 평가 _ 204

Ⅳ. 학습 환경의 수정 ··························································································· 207

1. 주요 질환에 따른 교육적 조치 _ 207 2. 주제별 환경 수정 _ 208

3. 점자지도 _ 214 4. 보행지도 _ 214

Chapter 09 청각장애교육 _ 219

Ⅰ. 청각장애의 정의 및 원인 ············································································· 219

Ⅱ. 청각장애의 분류 및 특성 ··············································································· 221

1. 청각장애의 분류 _ 221 2. 청각장애의 특성 _ 225

Ⅲ. 청각장애의 진단 및 평가 ··············································································· 226

1. 유아 청력검사 _ 226 2. 순음청력검사 _ 227

3. 어음청력검사 _ 229 4. 객관적 청력검사 _ 230

Ⅳ. 청각장애보장구 ······························································································· 231

1. 보청기 _ 231 2. 인공와우 _ 232

Ⅴ. 청각장애학생의 의사소통방법 ········································································ 233

1. 필담 _ 233 2. 구화법(Oral Method) _ 234

3. 수화법(Manual Method) _ 234 4. 큐드스피치(Cued Speech) _ 235

5. 지문자 _ 235

Chapter 10 지적장애교육 _ 239

Ⅰ. 정의 및 분류 ·································································································· 239

1. 용어와 분류 _ 239 2. 정의 _ 242

Ⅱ. 출현율 ············································································································· 250

Ⅲ. 원 인 ············································································································· 251

Ⅳ. 판 별 ············································································································· 256

Ⅴ. 특 성 ············································································································· 261

1. 성격과 동기 _ 261 2. 학습과 일반화 _ 263

3. 언어 _ 264 4. 신체 및 건강 그리고 운동 _ 265

Ⅵ. 교육적 조치 ···································································································· 267

1. 교육적 배치 _ 267 2. 교수내용 _ 269

Chapter 11 지체장애 및 건강장애교육 _ 279

Ⅰ. 정의 ················································································································· 279

1. 지체장애 _ 279 2. 건강장애 _ 279

Ⅱ. 원인 및 분류 ·································································································· 280

1. 뇌성마비 _ 280 2. 진행성 근이영양증 _ 281

3. 이분척추 _ 282 4. 골형성부전증 _ 282

5. 경련장애 _ 283 6. 외상성 뇌손상 _ 284

7. 척수손상 _ 284

Ⅲ. 특성 ················································································································· 285

1. 지체장애학생의 특성 _ 285 2. 건강장애학생의 특성 _ 287

Ⅳ. 평가 ················································································································· 289

1. 지체장애의 진단 및 평가 _ 289 2. 평가의 영역 _ 289

Ⅴ. 교수-학습 방법 ······························································································ 291

1. 지체장애학생의 교육 목적과 목표 _ 291 2. 지체장애학생의 교수-학습 전략 _ 292

3. 교수적 환경 _ 296 4. 건강장애학생의 교육지원 _ 299

Chapter 12 정서·행동장애교육 _ 305

Ⅰ. 정서·행동장애의 정의 ··················································································· 306

1. 미국의 정의 _ 306 2. 장애인 등에 대한 특수교육법의 정의 _ 307

Ⅱ. 정서·행동장애 분류 ······················································································ 307

1. 외현화된 행동 문제 _ 308 2. 내면화된 행동 문제 _ 310

3. 기타 장애 _ 312

Ⅲ. 정서·행동장애의 원인 ··················································································· 313

1. 생물학적인 요인 _ 313 2. 환경적 요인 _ 314

Ⅳ. 정서·행동장애 평가 ······················································································ 315

1. 정서·행동장애 선별 검사 _ 315 2. 정서·행동장애 진단 평가 _ 316

Ⅴ. 정서·행동장애의 특성 ··················································································· 316

1. 인지 및 학업 특성 _ 316 2. 행동 특성 _ 317

3. 사회·정서적 특성 _ 318

Ⅵ. 정서·행동장애 교육 ······················································································ 318

1. 긍정적 행동지원 _ 318 2. 사회적 기술 교수 _ 320

3. 자기교수법 _ 321 4. 인지적 행동 수정 _ 322

5. 정서·행동장애아동을 위한 환경 조성 _ 322

Chapter 13 자폐증스펙트럼 장애교육 _ 327

Ⅰ. 자폐증스펙트럼 장애의 정의 ·········································································· 327

Ⅱ. 분 류 ············································································································· 328

Ⅲ. 출현율 ············································································································· 329

Ⅳ. 원 인 ············································································································· 330

1. 신경생리학적 원인 _ 330 2. 유전적 요인 _ 331

3. 생화학적 원인론 _ 331

Ⅴ. 판 별 ············································································································· 331

Ⅵ. 특 성 ············································································································· 335

1. 사회성 특성 _ 335 2. 정서·행동 특성 _ 336

3. 언어·의사소통 특성 _ 337 4. 인지적 특성 _ 339

5. 기타 특성 _ 339

Ⅶ. 교육방법 ·········································································································· 340

1. 교수적 접근 _ 340 2. 사회성 지도방법 _ 341

3. 행동 지도방법 _ 344 4. 언어 및 의사소통 지도방법 _ 350

5. 교과 지도 _ 352

Chapter 14 의사소통장애교육 _ 359

Ⅰ. 의사소통과 장애 ····························································································· 359

1. 의사소통 _ 359 2. 말·언어 연쇄 _ 360

3. 의사소통장애 _ 361 4. 출현율 _ 362

Ⅱ. 말·언어 산출 기관 ························································································ 363

1. 호흡기관 _ 363 2. 발성기관 _ 364

3. 공명기관 _ 364 4. 조음기관 _ 365

5. 심리언어기관 _ 365

Ⅲ. 의사소통장애의 유형 ······················································································ 365

1. 언어장애 _ 366 2. 말장애 _ 370

Ⅳ. 의사소통장애의 평가 ······················································································ 374

1. 평가의 목적 _ 374 2. 평가 방법 _ 375

Ⅴ. 의사소통장애아동의 교육 접근 ······································································ 378

1. 언어장애의 중재 _ 378 2. 말장애의 중재 _ 380

Chapter 15 학습장애교육 _ 387

Ⅰ. 정의 및 분류 ·································································································· 388

1. 학습장애의 정의 _ 388 2. 학습장애의 분류 _ 389

Ⅱ. 출현율 및 원인 ······························································································· 391

1. 학습장애의 출현율 _ 391 2. 학습장애의 원인 _ 391

Ⅲ. 학습장애의 판별 ····························································································· 394

1. 학습장애의 사정 모델 _ 395 2. 사정 유형 _ 398

Ⅳ. 학습장애아동의 특성 ······················································································ 401

1. 기억결함 _ 401 2. 주의집중결함 _ 401

3. 지각결함 _ 402 4. 인지와 초인지 결함 _ 402

5. 동기유발 및 귀인 문제 _ 402 6. 사회·정서적 문제 _ 402

7. 학업적 문제 _ 403

Ⅴ. 학습장애아동 교육 방법 ················································································· 404

1. 또래교수 _ 405 2. 명시적 교수 _ 405

3. 능동적 학습 촉진교수 _ 405 4. 스캐폴딩교수 _ 406

5. 실행기능교수 _ 406 6. 호혜적 교수 _ 406

7. 학습전략교수 _ 407​ 

의료선교사 홀(Hall, R. S.) 여사에 의하여 1894년 시작된 우리나라 근대식 특수교육이 이미 120여 년을 훌쩍 넘긴 이 시점에서 특수교육에 대한 개론 서적을 집필한다는 것이 순수 학문을 하는 학자들에게 다소 계면스럽기도 하나 그간의 많은 변화들이 새로운 특수교육 개론서를 집필해야 할 필요성을 제공하고 있다. 20세기를 보내면서 서구사회를 중심으로 요란스럽게 때로는 조용하게 전개되어 온 정신적변혁은 우리 사회 모든 분야에 새로운 사고나 행동 방식을 추구하는 배경을 만들었으며, 교육분야에서도 교육개혁, 학교 재구조화, 탈학교 등의 이름으로 도전을 받아 왔다. 이러한 변화의과정에서 선진국들의 특수교육은 사회적으로 중요한 위치를 차지하면서 통합교육을 지향하는 노력을 계속적으로 추구하고 있다. 우리나라 특수교육 역시 나름대로 양적 질적으로 많은 발전을 했으며, 오늘날 정부, 학교 등 사회 전체가 장애인의 자아실현과 사회통합을 위하여 특수교육에 대한 지원을 강화하고 있다. 2007년 「장애인 등에 대한 특수교육법」을 전부 개정하였고, 2008년에는 시각장애 등 장애영역별로 제공된 교육과정을 「특수학교 교육과정」으로, 그간 특수학교, 일반학교(유·초·중·고) 내 일반직급, 특수학급 및 순화교육 등에 제공된 것을 2010년에는 명칭마저 「특수교육 교육과정」으로 변경 고시하였다.그리고 일반교사의 특수교육 전문성 신장을 위하여 2009년 신입생부터 교사가 되고자 하는 모든 대학생은 필수적으로 특수교육 과목을 이수하도록 하여 장애학생의 통합교육을 사전에 준비할 수 있도록 하고 있다. 이 같은 변화가 이 책을 집필한 이유이다.

이 책의 목적 특수교육 대상 학생들의 독특한 교육적 요구를 충족시켜 주기 위해서는 부모와 함께 일반교사와 특수교사 그리고 특수교육 관련 서비스 전문가들의 학문영역을 초월한 접근이 필요하다. 특히 통합교육의 성공을 위해서는 일반교사의 장애아동 및 특수교육에 대한 이해가 매우 중요하다. 교사 양성 대학에서는 일반적으로 ‘특수교육 개론’을 1, 2학년 수준에서 교양 및 전공기초과목으로 개설하고 있다. 그러나 1학년 혹은 2학년은 교육학에 대한 소양이 전혀 없거나 부족한 상태이기 때문에 특수교육이 혼란스럽고, 이해하기가 쉽지 않다고 볼 수 있다. 이에 이 책은 학문적인 심오함을 추구하기보다는 대학에서 교양 및 교직과목으로서 기능을 충실히 할 수 있도록 특수교육의 학문적인 기초를 중시하면서 예비교사들이 임용고사를 함께 준비할 수 있도록 배려하였다.

이 책의 구성저자들은 이 책이 초·중등학교 교사 양성 대학에서 특수교육 이해를 위한 교직 소양 과목으로 활용되기를 바라면서 가급적 누구나 쉽게 접근하고 이해할 수 있도록 구성하고자 노력하였고, 최선의 특수교육 이론과 ｢발달장애인법｣ 제정 등 변화된 특수교육 관련 제도 및 정책을 최대한 반영하였다.

책의 구성은 특수교육의 핵심 개념과 문제에 대한 통찰과 국가적 조망을 이해하는 데 편리하도록 유·초·중·고등학교 및 특수학교의 교사자격 취득을 위한 「교원자격검정령」에서 정하고 있는 전공과목 세부 이수기준을 중요시하였다.

제1부는 7개의 장으로 구성되었으며 특수교육에 대한 일반적인 문제인식과 해결에 초점을 두었다. 구체적으로 특수교육 전반에 대한 고찰과 대략적인 개요, 통합교육, 장애아 진단 및 평가, 보조공학과 교수 공학, 장애아동 조기교육, (특수)교육과정론 등을 서술하고 있다.

제2부에서는 전체 8개의 장에 걸쳐 특수아동의 범주에 초점을 맞추고 각 장애영역별 아동에 대한 정의, 분류, 원인, 출현율, 사정, 특성, 교육방법 등을 다루고 있다. 특히 장애영역별장애 특성에 대한 이해와 그들에게 적합한 교육 및 서비스를 제공하는 데 필요한 구체적인 사례를 포함한 교육방법과 전망을 제시하고 있다.

앞에서 제시한 본서의 집필 관점에 따라 원고를 정리하면서 저자들은 두 가지 측면을 기대하였다. 첫째는 장차 교사가 되고자 하는 사람들이나 특수교육을 학문으로 배우고자 하는 사람들에게 특수교육에 대한 이해를 돕고, 둘째는 대학에서 ‘특수교육 개론’을 강의하는 교수들에게 도움이 되는 교재가 되기를 기대하였다. 그러나 막상 출판을 하려고 서문을 쓰는 시점이 되니 내용상 부족함이 없는지 걱정이 된다. 기존의 훌륭한 저서들을 참고하여 정말 필요한 교재를 만들어 보고자 하였으나 저자들의 역량과 노력 부족으로 뜻한 대로 되지 못한 것 같다. 뿐만 아니라 공동 집필에서 오는 내용의 중복을 피하고 표현의 일관성을 유지하고자 하였으나 미비한 점들이 많을 것으로 생각한다.

하지만 미비한 점이 있다면 언제나 여러분들의 비판과 조언을 기꺼이 경청하면서 앞으로 계속 수정·보완하기로 하고 출판을 하게 되었다. 마지막으로 이 책의 출판을 도와주신 주변의 동료들과 수양재 대표님 그리고 직원 여러분들께 진심으로 감사 드린다.

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